高一學生氧化還原概念之精熟學習研究

陳香如(Hsiang-Ju Chen)

指導教授 ： 洪志明

國立臺灣師範大學/理學院/化學系/碩士(2000年)

摘要

氧化還原概念在國中理化、高中化學的課程中，都是相當重要的部分，也會影響到將來相關概念的學習。有鑑於高一學生普遍對化學科的學習成就低落，故本研究採用Bloom的精熟學習理念發展氧化還原概念學習模式，並依據認知學習與發展理論將氧化還原概念做學習階層分析。
本研究的目的在設計氧化還原概念的精熟教學，研究流程包括分析學習目標、訂定精熟學習標準、編製氧化還原概念的教學資料、編製氧化還原概念概念各階層形成性評量試題、設計校正活動與充實活動及編製總結性評量試題。研究對象為台北市某公立高級中學甲、乙二班共76名的高一學生，探討此教學模式在高一化學課程中的實施成效。
本研究得到結果如下：
1.以高中化學課程為主，參考相關文獻統整其中的氧化還原概念，完成氧化還原概念內容分析，包括氧化還原概念圖、氧化還原概念鑑別性屬性與可變性屬性分析。
2.進行精熟教學，並以S-P表分析精熟學習策略的成效，結果顯示此種教學方法是有效的，在校正活動前後進行前測和後測之評量，後測的S曲線和P曲線皆向右下偏移。而受試兩班中全班有超過百分之八十的學生，可以在具體、辨認階層中達到該階層的精熟標準，即通過率大於80%。從受試兩班的評量結果中，可證明精熟學習策略是有效的。

關鍵字

氧化還原概念 ； 精熟學習 ； 認知學習與發展理論

並列摘要

The oxidation-reduction concepts are very important parts in the Chemistry curriculum both at junior and senior high school, and also affect the learning of other related concepts later. The majority of the tenth grade students are afraid of Chemistry classes and do not learn well. To tackle this problem, this study applies the mastery learning concepts of Bloom to develop a model on oxidation-reduction concepts and analyzes learning levels of oxidation-reduction according to the CLD theory.
The purpose of this study is to develop a mastery learning model of the oxidation-reduction concepts and to identify the efficiency of this model. The procedures of this study include analyzing learning goals, defining mastery criteria, designing teaching strategies, teaching materials, evaluation tools and correction activities. The samples were 76 students in the tenth grade of a senior high school in Taipei.
The findings of this study are as follows:
1. This study based on the oxidation-reduction concepts in the present senior-high Chemistry textbooks and the references of related literature, accomplished content analysis, including a concept mapping, critical attributes, and variable attributes of the oxidation-reduction concepts.
2. The test results were analyzed by the S-P chart. It was explicit that this mastery learning process did have a positive effect on learning oxidation-reduction. In the assessments before and after the correction activities, the S and P curves both move toward the lower right. Most students reached the mastery criteria of the first two CLD theory learning levels. Results of the final test in mastery classes demonstrated that over 80% of the students achieved the mastery criteria.

並列關鍵字

oxidation-reduction concept ； mastery learning ； CLD theory

參考文獻

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